Abstract

Reinforcement is one of the essential teaching skills that supports classroom management and enhances student participation. For EFL pre-service teachers, the ability to implement reinforcement strategies during microteaching sessions is crucial in preparing them for real classroom practice. This study aims to investigate how EFL pre-service teachers implement reinforcement strategies in microteaching classes, focusing on the types, delivery, and principles of reinforcement. Employing a descriptive qualitative case study, the research was conducted with three sixth-semester students of the English Education Program at a university in Indonesia. Data were collected through classroom observations supported by video observation. Data were analyzed using content analysis with predetermined categories based on Skinner’s reinforcement theory and the faculty's microteaching guidebook. The findings reveal that pre-service teachers applied a range of reinforcement strategies, including verbal and non-verbal forms, delivered both individually and in groups, and often provided immediately after student responses. In addition, they demonstrated reinforcement principles such as warmth, enthusiasm, meaningfulness, and avoidance of negative responses. These results suggest that reinforcement strategies play a crucial role in creating a positive and engaging learning environment. This study contributes to the understanding of reinforcement practices in teacher training and provides insights for future pre-service teachers to refine their pedagogical competence.

Keywords

  • reinforcement strategies
  • microteaching
  • EFL pre-service teachers
  • classroom management
  • pedagogical

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